1989 — 1992 |
Kirchner, Roger Galotti, Kathleen Komatsu, Lloyd |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Equipping a Cognitive Studies Microcomputer Laboratory For Undergraduate Instruction
The application of formal and empirical methods to the study of cognition, often called cognitive science or cognitive studies, has been rapidly gaining recognition as a valuable addition to undergraduate liberal arts education. Carleton College first began to build a program in cognitive studies four years ago. Last year, funds from the Ford Foundation have become available to the College to support faculty and student research and curriculum development in this area. A concentration (a formal program of interdisciplinary study) in cognitive studies has been added to the College curriculum this year as well. We therefore are developing a cognitive studies microcomputer laboratory that (1) meets the equipment needs of courses and student research in cognitive studies; (2) fosters the development of a cognitive studies community that encourages the exchange of ideas, methods, and questions across traditional disciplinary lines; and (3) emphasizes the usefulness of computers and computer models for illuminating all aspects of cognition. The laboratory consists of seven workstations and a printer linked to a large central file server that stores course exercises and demonstrations as well as student research projects for the entire cognitive studies program. We also have peripheral hardware and software to encourage use by students at all levels of the program. The institution is matching the NSF grant with an equal amount of funds.
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1 |
1991 |
Galotti, Kathleen M |
R15Activity Code Description: Supports small-scale research projects at educational institutions that provide baccalaureate or advanced degrees for a significant number of the Nation’s research scientists but that have not been major recipients of NIH support. The goals of the program are to (1) support meritorious research, (2) expose students to research, and (3) strengthen the research environment of the institution. Awards provide limited Direct Costs, plus applicable F&A costs, for periods not to exceed 36 months. This activity code uses multi-year funding authority; however, OER approval is NOT needed prior to an IC using this activity code. |
Adolescents Making a Real-Life Decision
DESCRIPTION: (Adapted from investigator's abstract) Adolescents' thinking about an important life decision -- choosing a college to attend -- will be examined as it evolves over a 12 month period. Specifically, the factors (e.g., location, program offerings) and alternatives (e.g., University of Minnesota, Leeward Community College) adolescents consider and weigh at various points in the process will be assessed. This decision, likely the first one of this magnitude to be faced by adolescents, has a number of vocational, educational, social and emotional implications, many of which will have long-term consequences. Thus, results of this study will have both practical applications for high school students, teachers and counselors, and broader theoretical implications for cognitive models of real-life decision making. This work will use a sequential longitudinal design, with up to four interviews per student, beginning in the spring of the student's junior year, ending in spring of the student's senior year. In each interview, students will describe their current thinking and experiences in choosing a college, both through open-ended questions and through structured items. Specifically, students will describe the factors they are considering and their relative weights, the alternatives they are considering, and how each alternative is rated on each factor. Students will also indicate their current "best alternative," and will rate their overall level of satisfaction and comfort with the decision making process. Using measures adopted from multi-attribute utility theory, students' integration of factors with their weightings and alternatives and their ratings on each of the factors can be compared to a normative model of the decision. The project encompasses four questions: (1) How do students structure this decision, in terms of the factors and alternatives considered, at various points in the process, and how does not change over time? (2) How does a student's integration of factors and alternatives compare with normative models (given that students' weightings and ratings)? (3) To what extent do evaluations of the decision making and satisfaction with the process relate to the ways students structure the decision and/or to the efficacy of their performance (as assessed through normative measures)? (4) How do students describe the decision making process? Answers to these questions will be evaluated for differences as a function of gender, ability and previous experience with these interviews.
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0.958 |
1995 — 1997 |
Singer, Susan Galotti, Kathleen |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Research Experience For Undergraduates (Reu) Site in Cognitive Science
This award provides funds for a Research Experience for Undergraduates Site in Cognitive Science at Carlton College. The project provides for a ten week summer research experience for eight undergraduates. Students will work individually with faculty collaborators designing and executing different research projects. Weekly seminars will involve discussion of broader issues relevant to the research projects and to cognitive science more generally. Issues of ethics in research design will be stressed. The common theme of the project is `Acquiring, Organizing, and Using Knowledge.` Individual projects include an investigation of self-verification processes, the application of PROLOG programming in knowledge representation, a study of real-life decision making, an investigation of the processes used in racial stereotyping, and a survey of how students acquire full understanding of biological principals. This award contributes to the Foundation's continuing efforts to attract talented students into careers in science through active undergraduate research experiences.
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1 |
2001 — 2007 |
Galotti, Kathleen |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Rui: Dyadic and Individual Decision Making
This project is a longitudinal study of parents making school and program placement decisions for their children. The study has 4 specific aims: (1) To compare the decision making of couples to that of individuals; (2) To compare the information gathering and decision structuring of people who report themselves as having different decision-making styles; (3) To examine the relationship between the performance variables (amount of information gathered, complexity of the decision structure) and affective response variables (ratings of stress, satisfaction, comfort, enjoyment with the decision-making process itself) and to eventual, retrospective evaluations of the decision making; and (4) To compare the decision-making of novice and experienced parents, and of less educated and more educated parents. The study will provide descriptive data on dyadic decision making in real life contexts, It will contribute to a better understanding of how the "fit" between both parents' thinking, information gathering, and decision structuring influences the thoroughness of information gathering and decision structuring, affective reactions during the decision-making process, and retrospective satisfaction with the decision. This research will also improve our understanding of how making a decision with a partner is different from and similar to making a decision alone.
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1 |